Regulasi Diri dalam Pemanfaatan Gadget Digital: Strategi Siswa Tahfidzul Qur’an untuk Menjaga Fokus dan Meningkatkan Hafalan
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.911-928Keywords:
Self-regulation, Gadget, Qur’an MemorizationAbstract
The use of gadgets among students in Tahfidzul Qur’an programs presents a dual problem: while gadgets can function as effective tools to support Qur’anic memorization through digital applications and murattal audio, they also pose significant distractions that may reduce students’ focus, discipline, and memorization quality. This condition highlights the importance of self-regulation in ensuring that gadget use remains supportive rather than disruptive. This study aims to examine students’ self-regulation strategies in utilizing gadgets, identify the challenges they encounter, and analyze the extent to which self-regulation contributes to improving the quality of Qur’anic memorization. The research employs a qualitative approach using a case study design involving eighth-grade students of class VIII A at MTs Masalikil Huda. Data were collected through observation, in-depth interviews, and documentation, and subsequently analyzed using descriptive-analytical techniques. The findings indicate that students’ self-regulation is reflected in their ability to manage gadget usage time, selectively choose appropriate digital Qur’an and murattal applications, and engage in periodic memorization evaluations with teachers. However, several obstacles remain, including weak time discipline, multitasking habits, and interference from social media. This study implies that strengthening students’ self-regulation through consistent guidance from teachers and parents, as well as institutional policies that promote controlled and pedagogical gadget use, is crucial for supporting Qur’anic memorization in the digital era
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